Department of Educational Psychology, Counseling and Special Education
Department phone number: (607) 436-3554
Faculty: Daqi Li, Chair of Educational Psychology, Counseling and Special Education, Alyse Anekstein, Brian Beitzel, Dawn Hamlin, Nithya Iyer, Ronald La France, Anuradhaa Shastri, Ying Tang, Francis Thornton
Program purposes and outcomes: The purpose of this Special Education program is to provide certified teachers with greater understanding of the needs of students with disabilities and handicapping conditions, and to master techniques to provide the most effective education program for them. This program will lead to the professional license for teachers already certified Adolescence Education as well as initial licenses in Special Education.
This program builds on initial skills and knowledge and further develops skills and knowledge in special education and in applying these skills and knowledge to the content area of their initial certification. The program is designed to develop professional leaders who are committed to excellence, empowerment, diversity, and the best research-based teaching methods.
To ensure quality, students must be admitted to programs before registering for courses, unless they have permission from the department chair.
No more than 9 s.h. may be transferred into this program. SPED 600 may not be transferred in. Courses with grades of "B-" through "F" are not transferable.
Admission is competitive and meeting the minimum admission criteria does not guarantee acceptance. Applications are reviewed upon receipt by the department chair and his/her designees. Applications are due March 1 for the following fall admission.
Dignity for All Students Act
The Dignity for All Students Act (DASA) requires that all public school employees complete 6 hours of training/coursework that addresses harassment, bullying, and discrimination prevention and intervention. Students in this program are responsible for demonstrating that they have satisfied this requirement. For students who have not completed this training during their undergraduate program, the College provides workshops to satisfy this requirement.
Degree Requirements: MS in Education
Special Education: Adolescence
Degree requirements include a minimum of 10 courses in Special Education and Literacy and a 40-day student teaching course experience at two grade levels. Since all candidates will already hold an initial teaching license, no additional field work is required unless designated by course instructors. The courses are focused on skill development across the curriculum.
1. A minimum of 36 s.h. of planned and approved course work as follows:
SPED 510 Foundations of Special Education
SPED 511 Instructional Design for All Content Areas
SPED 512 Applied Behavioral Analysis
SPED 513 Teaching Learners with Severe and Multiple Special Needs
SPED 514 Teaching Math and Written Language to Learners with Special Needs
SPED 515 Assessment for Teaching Learners with Special Needs
SPED 516 Reading for Exceptional Students
SPED 517 Assistive Technology
SPED 518 Communication and Collaboration
SPED 520 Teaching Adolescents with Special Needs: Learning Strategies in Content Areas
SPED 600 Student Teaching in Special Education
2. Graduate students are required to maintain a 3.0 Cumulative GPA throughout their programs. Those whose GPA may fall beneath this minimum are placed on academic probation until either the grade point average meets that minimum or the student is academically dismissed. Full time students have one semester to bring the GPA to the minimum standard and part time students have until they complete an additional 12 credit hours.
3. Students must fulfill all degree requirements within six years and finish a minimum of 27 credits in residence.
All College policies and procedures found in this Graduate Catalog will apply to students enrolled in this program.